What the work shows

Their puppets and explanations show that the students are able to use the whare tapawhā model to investigate and describe the ways in which they define their own identity and sense of self-worth. The script shows that the students are also able to apply the model to other people.

Progress Indicators

Personal identity and self-worth

Investigates and describes the ways in which people define their own identity and sense of self-worth

Celeste connects each dimension of hauora with a relevant aspect of well-being and reflects this in her decoration of her puppet. She independently makes new sense of hauora by transferring her conceptual understanding of the whare tapawhā model to her individual expression about the meaning of hauora in her life. In doing this, she provides one possible definition of her identity and sense of self-worth.

Celeste's teacher asked her to explain the parts of her puppet that reflected her taha tinana, taha whānau, taha hinengaro, and taha wairua. This is her response:

		To keep up my physical well-being I eat good food. I showed this on my puppet by drawing all my favorite healthy food along the bottom of my skirt. I chose to give my puppet red hair because I have red hair [taha tinana]. To keep up my social well-being I spend a lot of time with my friends. I showed this on my puppet by having a picture of my friends on it [taha whānau]. To keep up my mental and emotional well-being I play the piano. I showed this on my puppet by drawing musical notes on my hair ties [taha hinengaro]. To keep up my spiritual well-being I recognise my cultural background by celebrating St Patrick's day because my ancestors were Irish. I showed this on my puppet by drawing a clover on my puppet's top [taha wairua]. I eat lunch everyday with all my friends at school and they make me feel special and happy. They also celebrate St Patrick's day with me so on St Patrick's day I experience hauora [total well-being]. My piano teacher is also part of my friends and family and celebrates St Patrick's day, too.

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Personal identity and self-worth

Investigates and describes the ways in which people define their own identity and sense of self-worth

Moana understands the interconnectedness of the dimensions and explains them in ways that are relevant and meaningful to her. She has some understanding of the need for balance between the dimensions. Her explanation provides a definition of her identity and sense of self-worth.

The teacher asked Moana how the dimensions were interrelated or interconnected for her. This is Moana's response:

		The apples are the food I eat to be strong and healthy [taha tinana]. I put a big heart on my top because it expresses the way I feel towards others. I love spending time with family and friends and this helps me socially [taha whānau]. The basketball shows part of my mental and emotional well-being. Playing basketball is fun and is a nice way of enjoying myself [taha hinengaro]. The little Bible on my puppet shows my taha wairua because it is the faith – going to church and believing you can do anything you put your mind to [taha wairua]. I eat food to keep me strong and going so I am able to spend time with family and friends. I'd also be able to do fun things like playing basketball and going to church to keep me spiritually strong.

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Laura's teacher asked her to explain the parts of her puppet that reflected her taha tinana, taha whānau, taha hinengaro, and taha wairua.

		On my puppet, to show taha tinana, I put a badminton racquet and footsteps for walking. I do these things to keep myself fit and healthy. For social well-being, I drew a smiley face so it shows people I enjoy having fun with friends and laughing a lot. And to keep my emotional state in good shape I talk to my friends and family about all my problems. To show it on my puppet I did a love heart to represent my family and friends. On my puppet I did a cross for my belief in God. I also drew New Zealand as it is my home country and I feel comfortable here. When I go walking I go with someone else, usually a member of my family and that keeps me happy because I can talk to them about how I am feeling. Believing in God gives me faith and helps me achieve my goals and being a New Zealander makes me proud for who I am.

The teacher asked Jennifer how the dimensions were interrelated or interconnected for her.

		To keep up my physical well-being, I make sure I get plenty of sleep. I bike and roller-blade since these activities do not require my mum to find time and drive me there. To maintain my social well-being, I spend hours talking on the phone with my friends and texting them. Also, I go biking with friends, which helps my physical well-being as well. When I'm annoyed or angry I like listening to soothing water music, which calms me down. But my friends always cheer me up, which is a bonus of social well-being. I recognise my cultural background by joining activities held by the Taiwanese Society that I belong to. I meet lots of new people and have fun, helping my emotional well-being and social well-being. Keeping up my physical well-being by biking also allows me to spend time with my friends, helping my social well-being. When I join activities held by my Taiwanese Society, I also make friends and have lots of fun. Apart from helping with my spiritual well-being it also helps my emotional and social well-being.

Personal identity and self-worth

Investigates and describes the ways in which people describe others

The students are able to apply the concept of hauora to other people and situations. The script, written and performed by the group, shows their ability to transfer their shared conceptual understanding of the whare tapawhā model of hauora to situations contrived to illustrate the ways they see other people.

Print version of this exemplar (PDF, 124kb)

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